Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning:
Standard 5.1 suggests that I should be able to demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning (AITSL, 2014). Some of the examples I have included are different types of assessments I have developed and used over the course of my degree. However other assessment strategies and tools I use include observations, anecdotal records, instant feedback, questioning, exit cards, self-evaluation checklists, journals, whole group active participation strategies (flashcards, mini whiteboards), student work samples, student portfolios, electronic portfolios, projects, and a variety of presentations (Price & Nelson, 2014; Salvia, Ysseldyke & Bolt, 2013). Other formative assessments suggested by Jarvis (2010) include short quizzes and discussions.
Formative & Ongoing Assessment Examples:
Pre-assessment Tasks:
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I use pre-assessments before beginning any unit or the learning of a new concept to gauge where students are in regards to set learning objectives (Jarvis, 2010). This allows me to actively plan to differentiate according to student readiness and actively planning for accommodating student needs. The pre-assessment provided was used at the beginning of a unit on time to prepare for a tiered lesson that was differentiated by student readiness.
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Exit Cards & Task Cards:
Exit cards and task cards are a common formative assessment strategies that I use in my instruction. Jarvis (2010) suggests that formative assessments should be used routinely to track progress to inform instruction. Exit cards can be used after each lesson to inform daily instruction and to reflect upon whether a particular aspect of the unit requires reteaching or mini lessons for a smaller group of students. Task cards are used during a lesson to monitor student progress and take notes to monitor small growth.
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This exit card follows a 3, 2, 1 method. It was used after each lesson in my unit on 'units of time' so that students could reflect on what they learnt at the end of each lesson whilst also informing the teacher what students each took out of a lesson and what they were still unsure of.
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This was a final exit card used in a history unit learning about past, present and future. Exit cards can be used like quizzes and tests to finish off a small unit of work to ensure students have grasped the main concepts.
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This task card was developed and used to monitor the level of assistance required to complete a task. This was used in my special education unit where the aim was for students to gain complete independence in completing a particular task.
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Student Self-Assessment:
Student self-evaluation rubrics are great to have students self-reflect upon their own work. This also makes it clear to students exactly what is expected. This example of 'Being a good listener' was used whilst students were doing presentations at the end of a history unit.
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Summative Assessment Examples:
Rubrics:I use rubrics to align with summative assessment pieces. These make it very clear to students what is expected and how to achieve their desired results (Krause, Bochner, Duchense & McMaugh, 2010). These two rubrics were used at the end of a history unit for two assessment pieces. The development of a history box and timeline and the other was to assess the presentation of these pieces of work.
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